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text complexity. . .
Range of Reading and Level of Text Complexity
CCSS 10. Read and comprehend complex literaryand informational texts independently andproficiently.
text complexity. . .
The inherent difficulty of reading and comprehendinga text combined with consideration of reader and task variables;in the Standards, a three-part assessment of textdifficulty that pairs qualitative and quantitativemeasures with reader-task considerations.(CCSS, pp. 31, 57; Reading, pp. 4–16)
3 parts . . .
Qualitative evaluation of the text: Levels of meaning, structure, language conventionality and clarity,and knowledge demands
Quantitative evaluation of the text:Readability measures and other scores of text complexity
Matching reader to text and task: Reader variables (such as motivation, knowledge, and experiences)and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)
3 parts . . .
Qualitative evaluation of the text: Levels of meaning, structure, language conventionality and clarity,and knowledge demands
Quantitative evaluation of the text:Readability measures and other scores of text complexity
Matching reader to text and task: Reader variables (such as motivation, knowledge, and experiences)and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)
structure*
events relatedchronologicalorder
events relatedout of chronologicalorder
(chiefly literary texts)
structure*
traits of a commongenre or subgenre
traits specific toa particular discipline
(chiefly informational texts)
structure
graphics unnecessary or merely supplementaryto understanding the text
graphics essential tounderstanding the textand may provide information not otherwiseconveyed in the text
knowledge demands: life experiences*
common, everydayexperiences or clearlyfantastical situations
experiences distinctlydifferent from one’s own
(literary texts)
knowledge demands: life experiences*
perspective(s) likeone’s own
perspective(s) unlikeor in opposition toone’s own
(literary texts)
knowledge demands:cultural/literary knowledge*
everyday knowledgeand familiarity withgenre conventionsrequired
cultural and literaryknowledge useful
(chiefly literary texts)
knowledge demands:cultural/literary knowledge*
low intertextuality(few if any references/allusions to other texts)
high intertextuality(many references/allusions to other texts)
(chiefly literary texts)
knowledge demands:content/discipline knowledge*
extensive, perhapsspecialized discipline-specific content knowledgerequired
everyday knowledgeand familiarity withgenre conventionsrequired
(chiefly informational texts)